International Journal of Instruction July 2015 ● Vol.8, No.

2
e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X

Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

Suzanne C. Makarem
Asst. Prof., Virginia Commonwealth University, 301 W. Main Street, Richmond, VA
23284, U.S.A. scmakarem@vcu.edu

University educators need to meet changing needs of the digital generation by

integrating technology through online content delivery. Despite the many
advantages of online education, a large number of university professors are
reluctant to make the transition from traditional-face-to-face lectures to online
delivery, mainly due to the time, cost, and technical competence requirements to
make this transition, in addition to the lack of beliefs in the legitimacy of online
education. This article demonstrates the use of online video lectures to adapt
traditional university courses to a blended format. The study is implemented for a
School of Business Marketing course. We illustrate a cost-effective and time-
efficient way for faculty members to record and share online video lectures with
limited training and technical support. Using a student sample from two sections of
the same marketing course, the study findings support the use of online video
lectures as an effective way to free class time for learner-centred activities, without
sacrificing student performance outcomes or course satisfaction.
Key Words: online instruction, blended course format, development of online videos for
instruction, student attitudes, online video lectures
INTRODUCTION
The changing needs of millennial students require instructors to evolve through
expanding the scope of traditional face-to-face courses with online content, such as
video lectures in a blended course format (Keith & Simmers, 2013). Offering some
course content online using video lectures allows higher education instructors to
dedicate more in-class time for learner-centered activities, such as integrating course
concepts with examples, applying the material, inviting guest speakers, and developing
student communication skills (Priluck, 2004). Consequently, instructors can cover more
material without affecting student performance or taking away from personal student
interaction with faculty (Mason et al., 2013). Past research has provided support for
using the blended course format, also termed the flipped classroom successfully in
university business courses (Garver & Roberts, 2013; Thoms, 2012), and also in
catering to students with special needs, such as deaf or hard-of-hearing students (Thoms,
2012). There is still however a need for pedagogical resources that outline the
implementation of a blended course format in a way that is easy to adopt by university
156 Using Online Video Lectures to Enrich Traditional …

instructors, especially those who are reluctant to move away from traditional face-to-
face teaching.
LITERATURE REVIEW
Online instructional tools are currently in wide adoption with one third of business
schools offering online programs (Estelami, 2012). These programs have become a
necessity in today’s educational environment catering to the digital generation (Bistrow
et al., 2011; Steiner & Hyman, 2010). In the face of escalating costs and stagnant or
shrinking budgets for state-supported institutions that are the primary vehicles for
delivery of higher education in the United States, these online programs seem to be here
to stay. Despite the many advantages of online courses including interactivity,
flexibility, and students learning at their own pace, many students and faculty members
prefer traditional courses (Priluck, 2004). A large number of professors do not believe
in the legitimacy of online education; and many students do not appreciate the self-
learning required by online courses (Comer & Lenaghan, 2013).
From a student perspective, online education has disadvantages for students who prefer
the classroom experience (Steiner & Hyman, 2010). It has been associated with higher
drop-out rates, student inability to learn on their own, student frustration with the lack of
direct professor contact (Priluck, 2004), and information overload (Fortune et al., 2006).
From faculty and administration perspective, online education has high cost
requirements (Estelami, 2012), needs technical competence and training, and might
involve substantial investment in facilities that are equipped with recording systems for
real time course recording on-campus (Priluck, 2004). Online courses also rely heavily
on faculty and staff with high level of comfort with technology (Estelami, 2012) and
they can be very time-consuming. In fact, creating an online version of a course could
take around 500 hours in development and technology support (Steiner & Hyman,
2010), with 15-minute videos requiring more than 2 hours of recording and editing
(Mason et al., 2012).
Because of these limitations, many researchers have recommended using a combination
of online and face-to-face education in order to cater to different student needs and
benefit from the advantages of both formats (Estelami, 2012; Ross & Rosenbloom,
2011). One emerging trend in education is such blended or hybrid courses, which can
vary by offering between 30 and 80 percent of their content online (Estelami, 2012). A
blended course format, such as the flipped classroom, offers students the opportunity to
learn content by watching online podcasts, then to meet the instructor face-to-face in an
interactive classroom environment with limited lecturing (Thoms, 2012). Most past
research has focused on investigating the effectiveness of web-based learning (Erdogan
et al., 2008) or on comparing online and traditional face-to-face courses, while finding
no significant differences in student performance outcomes (Fortune et al., 2006;
Hansen, 2008; Priluck, 2004; Steiner & Hyman, 2010).
This article contributes to past research on the implementation and effectiveness of
blended courses in higher education, and more specifically in business education
(Estelami, 2012), by illustrating the use of online video lectures as way for faculty

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members to adapt traditional face-to-face courses to a blended format, in order to

accommodate the learning needs of different students while engaging in an innovative
teaching activity. We describe the use of video recording software that allows
instructors to record their lectures with limited cost, time, and technology requirements
and without the need for technical assistance or equipped classrooms. We provide
support for the effectiveness of this blended format by comparing student performance
on exams and measuring student attitudes towards online video lectures.
CONTEXT AND IMPLEMENTATION
Implementing the Blended Course Format
To implement online video lectures as a way to enhance traditional face-to-face
university courses, we used two sections of a marketing course on Buyer Behavior,
taught at the business school of a south-eastern university. Buyer Behavior is an
undergraduate, upper-level marketing course required for all marketing majors. The
main objectives of the course are to provide an understanding of consumer behavior
theories, and to apply consumer behavior concepts to better understand what customers
do, and use this knowledge to make better company and consumer decisions.
Both sections were taught by the same instructor using the same syllabus, and met once
a week. The first section was used for control as a traditional face-to-face course
consisting of lectures during class time, in-class activities and discussions, student
presentations, group work on the class project, and exams. In the second section, the
instructor recorded 40-minute video lectures for 30 percent of the course chapters and
posted them online using Blackboard (similar university platforms such as WebCT can
be used). Out of 14 chapters covered in the course, 4 chapters were video recorded.
These chapters included information on consumer personality and the self, consumer
psychographics and lifestyles, consumer persuasion and communication, and
organizational buying behavior. All the other activities during class-time were similar to
the first section, except for the additional free time allowed by not having to go over the
whole lecture for those lectures posted online.
The free time was used to host two guest speakers from local companies, to provide
students with additional time to work on their group project, and to discuss interactively
the course concepts covered in online video lectures. The two guest speakers covered
topics related to two online video lectures; the first guest speaker was an account
director at a national advertising firm and she talked about designing effective
advertising campaigns, while the second guest speaker was a purchasing department
director at a local organization and she talked about her organization’s buying behavior.
In-class discussions of online video lectures were dynamic in that they allowed students
to raise and provide answers to thought-provoking questions about the lectures’ content.
Overall, these discussions reflected students’ positive attitudes towards the online video
lectures.
Recording Online Video Lectures
The main limitations of developing online video lectures are time commitment, cost, and
technical competence required for faculty and staff. At many universities, video lectures

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are recorded on-campus in classrooms equipped with video recording technology or in

faculty members’ offices using technology that involves high initial competence training
and technical support. Furthermore, online lectures usually consist of videos that show
the instructor reading or presenting the material side-by-side to power point slides that
the instructor goes through. Many instructors are however uncomfortable being on
camera and taking the role of an actor delivering the material in a way that goes beyond
just reading a script in order to engage students (Calk et al., 2007). Instructors teaching
traditional face-to-face courses with no experience in online education can also be
hesitant to embrace online learning, especially when their technology comfort is low
(Bostrow et al., 2011; Priluck, 2004). To implement the blended course format, this
study illustrates how to record online video lectures in a way that overcomes many of
these limitations.
For the second section of Buyer Behavior, the instructor used Camtasia Studio Version
8, a video recoding and editing software that can be downloaded to any university or
personal computer with limited system requirements for the low costs of USD 125 per
license, with a free trial available for 30 days. The instructor in this study used the
laptop embedded microphone successfully with Camtasia and did not require any
additional hardware. The software itself has a user-friendly interface that allows
instructors to record anything they see on their computer screen by clicking as little as
two buttons. The instructor using the software in this study invested minimal initial
learning time of 60 minutes before starting to record a lecture. The task of recording
online video lectures can be done at any location (e.g. instructor’s office or home) with
limited background noise. It requires the instructor to open an application such as a
power point presentation and recording, without appearing on camera, what he or she
wants the students to see on their screen. The powerful screen recording technology
allows instructors to audio record their voice lectures while controlling what appears on
screen including power point presentations, video aids they like to share with students,
and any other online or offline content. By having these advantages, Camtasia enables
professors to convert their offices or home offices into an adequate enough recording
studio so that the hassles of scheduling and going through a centralized campus
recording studios for every recording session are completely avoided.
In addition to the time required preparing for the lecture before recording, similar to
traditional face-to-face courses, the instructor spent the same time recording the video
that it would have taken him or her to present the lecture in class without student
interaction. The online video lectures were limited to 40 minutes in order to echo the
time students would spend in a 50-minutes traditional class session. Based on the past
experience of the instructor in this study, during longer class sessions (75-minutes and
150-minutes), the instructor would not lecture for more than 40 minutes without
engaging students in class activities or giving them a short break. Also, the instructor
purposefully chose chapters with more straightforward material that do not usually elicit
many student questions, based on past experience. After recording the videos, Camtasia
allowed the instructor to export them in multiple format including mp4 video files that
do not exceed 300 megabytes in size and which can be then uploaded to Blackboard or
similar university platform in less than three minutes. Students were then able to

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download these files in less than three minutes and watch those using applications such
as QuickTime Player, which can be downloaded for free on PC or Mac computers.
Camtasia also allows instructors to export MOV videos to YouTube if they have a
course channel. This process is straightforward and does not require more than five to
ten minutes for every video lecture.
One advantage of using Blackboard or a similar university platform is that instructors
are able to monitor not only the number of video downloads but also the specific
students who downloaded the videos versus those who did not. The total time required
to record and upload the online video lectures to Blackboard was about one hour on
average, which is significantly shorter than the two hours required for recording a 15
minute video reported in past research (Mason et al., 2012). Additionally, instructors
can use videos recorded once for a number of years, which makes the minimal
investment in time much worth it.
The resulting videos in mp4 format showed a sequence of power point slides and
embedded video and article content with a synchronized audio recording of the faculty’s
lecture. The lecture itself was not scripted but instead reflected the natural flow of a
traditional face-to-face lecture with the instructor’s lecturing style for the material that
s/he has prepared. It is important to note that the students watching the videos only
heard the professor’s voice while watching the recorded professor’s computer screen
and that there was no video of the professor. This provides an advantage over existing
recording software used at many universities and which might cause faculty discomfort
related to appearing on camera (Calk et al., 2007).
METHOD
Research Design and Participants
To demonstrate the effectiveness of using online video lectures, the instructor compared
student performance on exams in both sections. The sample consisted of 86
undergraduate upper-level (juniors or seniors) marketing students (Traditional Section 1
n = 38, Blended Section 2 n = 48). The same twenty multiple-choice questions spread
over two exams were used in both sections, to test student knowledge of the material
covered using online video lectures in Section 2 versus traditional class lectures in
Section 1.
Then, to understand student attitudes towards online video lectures a survey was used, at
the end of the semester, to measure students’ satisfaction levels with different aspects of
the Buyer Behavior course in both sections. Students were asked to rate their overall
satisfaction with the course and their satisfaction with different aspects of the course
including class lecture content, pace, power points, and in-class activities. Additionally,
students in the blended section 2 were asked to rate their satisfaction with online video
lectures and to provide open-ended thoughts regarding the use of these lectures. All
satisfaction ratings were measured on a 5-point scale from 1, very dissatisfied to 5, very
satisfied (See Appendix).
Data Analysis

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In order to compare performance outcomes and student attitudes towards different

aspects of the course between the two sections, multiple independent samples t-tests
were conducted, in addition to a qualitative content analysis for open-ended questions.
The significance level of 0.05 was accepted for all statistical analyses.
RESULTS AND DISCUSSION
Student Performance Outcomes
A t-test was used to compare the mean percentages of students who correctly answered
the twenty multiple-choice questions in both Buyer Behavior sections and it showed no
significant differences, m1 (traditional section) = 77.7% and m2 (blended section) =
76.5% (t-statistic=0.771, p=0.45). Consistent with previous research, there were no
significant differences in student performance outcomes for online versus traditional
course lectures. Erdogan et al. (2008) notes that although web-based instruction might
not be an alternative to traditional face-to-face teaching, it is an efficient medium that
allows for achieving similar performance outcomes, especially if enough support is
provided to students. The results from this study support the appropriateness of using
online video lectures for instructors who wish to offer course content in multiple
formats, in a blended course environment, to cater to different student needs without
drawbacks to student learning or performance.
Student Attitudes towards Online Video Lectures
When evaluating different teaching and learning tools, it is important to consider
students’ learning expectations and attitudes towards the medium used (Erdogan et al.,
2008). A content analysis of student open-ended thoughts about online video lectures
showed that 68% of students have positive attitudes towards this lecture format. In fact,
they listed that online video lectures provide a good change in pace from regular
lectures, help increase in-class interaction and activities, allow them to go on at their
own pace, and are very helpful when studying for exams because they can listen to the
lecture multiple times at any moment. Consistent with past research findings, it was
evident that some students prefer to learn in class. In fact, 32% of students in the
blended section indicated this preference. They specified in their comments that online
video lectures create more work for them, that they do not want to teach themselves, that
they focus better and retain more in class, and that they need face-to-face lectures in
case they have questions.
Looking at student satisfaction ratings with online video lectures in the blended course
format, it was evident that students had a positive attitude towards these lectures overall
(m=4.62), with 91.1% of the students indicating that they were satisfied or very satisfied
(rating of 4 or 5). A positive student attitude is essential to achieve the benefits of any
web-based education tool (Edogan et al., 2008). Additionally, a comparison of overall
course satisfaction ratings and satisfaction levels with different course aspects, for the
two sections of Buyer Behavior, showed no significant differences. Table 1 provides
mean satisfaction ratings for all measures in both sections with t-test results comparing
these means in the traditional face-to-face format versus the blended format.

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Table1: Student Satisfaction Ratings with Course Aspects

Traditional Blended
T-test of
Section 1 Section 2 p-
5-Point Satisfaction Rating for Scale Item Mean
Mean Mean value
Differences
N=38 N=48
Class lecture content and clarity of explanation 4.61 4.65 .282 .779
Class lecture pace and amount of information 4.19 4.19 -.028 .978
Lecture power point slides posted on
4.69 4.83 1.209 .231
Blackboard
Course articles and examples discussed in class 4.60 4.49 -.675 .502
Other in-class activities 4.33 4.22 -.634 .528
Online video lectures N/A 4.62 N/A N/A
Overall Course Satisfaction 4.36 4.41 .317 .752
CONCLUSION
Challenges and Concerns When Implementing Online Video Lectures
When implementing online video lectures as a way to create a blended course in order to
cater to students’ various needs, one has to consider the implications for faculty and
students. The main challenge is the need for faculty members to embrace online learning
tools for a successful implementation. Despite the limited costs, time investment, and
technical competence required to record online video lectures and share them with
students using Camtasia, faculty members still need to believe in the value of online
learning and to be willing and able to use this technology. Also, business or other
schools need to provide the support and incentives necessary to encourage faculty
members to engage in such teaching innovations.
Apart from time and cost investments required by learning and using Camtasia for his or
her course, one obstacle faced by the instructor in this study is the inability to control
and evaluate whether the students watched the video and if so, whether they were paying
adequate attention throughout the whole online lecture. One way to handle this
drawback is to give students assignments related to the content of video lectures. One
example that could incentivize student engagement in online learning, without burdening
faculty members with additional preparation time for assignment design and grading, is
in-class pop-quizzes that allow students to receive extra credit grades based on their
performance.
Another challenge is explaining the value of online learning to students. Our results are
consistent with past studies in that about one third of the students have negative attitudes
towards online learning (Birstrow et al., 2011). Faculty members need to address these
students’ concerns during face-to-face class meetings through in-class discussions of
online video lectures content and through careful planning of learner-centered activities
that clarify to students the value of freed-up class time resulting from online learning
and the advantages of the blended course format. Students would be able to appreciate
and engage in online learning, when they embrace it as a tool that allows them more in-
class discussions with their professors, additional time for interacting with their peers,

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and the opportunities for real business applications through for example industry guest
speakers. However, planning and scheduling such activities, made possible by class
lecture time released due to online video lectures, can be quite challenging.
Adaptability for Other Business and Higher Education Courses
Although the online video lectures were implemented in one marketing course: Buyer
Behavior, this innovation can be adapted to many marketing, business, and other
university courses. Buyer Behavior was selected for this study because of the conceptual
and theoretical aspects of a major part of the course content. Courses that heavily focus
on hands-on student learning such as Marketing Research and Experiential Marketing
might limit the effectiveness of online video lectures. However, most courses have a
conceptual theoretical aspect and an application aspect. Online video lectures allow
faculty members to cover conceptual material that they deem appropriate in an online
learning setting. This will allow them to dedicate more in-class time for application tasks
such as exercises, discussions, real world examples, and case studies.
Our findings indicate that student performance outcomes and course satisfaction ratings
are not negatively affected by online learning. Additionally, the majority of students
have a positive attitude towards online video lectures, which provide them with more
flexibility to go over the material at their own pace, anytime, and multiple times. The
blended course format provides students with the combined advantages of online
learning flexibility and traditional face-to-face personal interactions with faculty,
without jeopardizing the quality of the course. Internet technologies allow course
content to be delivered in many ways. Online video lectures can be used as a tool for
innovation in the teaching and learning process, in order to allow for more in-class
interactions and application tasks.
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Look at Online Versus Traditional Brick-and-Mortar Courses at the University Level.
Marketing Education Review, 21(3): 241-250.
Calk, R. et al., (2007). The Effective Delivery of a Streaming Video Course Lecture.
Accounting Education: An International Journal, 16(1): 81-93.
Comer, D.R. & Lenaghan J.A. (2013). Enhancing Discussions in the Asynchronous
Online Classroom: The Lack of Face-to-Face Interaction Does not Lessen the Lesson.
Journal of Management Education, 37: 261-294.
Erdogan, Y. et al., (2008). Factors that Influence Academic Achievement and Attitudes
in Web-Based Education. International Journal of Instruction, 1: 31-47.
Estelami, H. (2012). An Exploratory Study of the Drivers of Student Satisfaction and
Learning Experience in Hybrid-Online and Purely Online Marketing Courses.
Marketing Education Review, 22: 143-155.
Fortune, M.F. et al., (2006). A Comparison of Online (high tech) and Traditional (high
touch) Learning in Business Communication Courses in Silicon Valley. Journal of
Education for Business, 81: 210-214.

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Garver, M.S. & Roberts, B.A. (2013). Flippin g & Clicking your Way to Higher-Order
Learning. Marketing Education Review, 23: 17-21.
Hansen, D.E. (2008). Knowledge Transfer in Online Learning Environments. Journal of
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Keith, N. & Simmers, C.S. (2013). Adapting the Marketing Educational Environment
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Mason, G.S. et al., (2013). Comparing the Effectiveness of an Inverted Classroom to a
Traditional Classroom in an Upper-Division Engineering Course. IEEE Transactions on
Education, 56: 430-435.
Priluck, R. (2004). Web-Assisted Courses for Business Education: An Examination of
Two Sections of Principles of Marketing. Journal of Marketing Education, 26: 161-173.
Ross, D.N. & Rosenbloom, A. (2011). Reflections on Building and Teaching an
Undergraduate Strategic Management Course in a Blended Format. Journal of
Management Education, 35: 351-376.
Steiner, S.D. & Hyman, M.R. (2010). Improving the Student Experience: Allowing
Students Enrolled in a Required Course to Select Online or Face-to-Face Instruction.
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‘Flipped Classroom’ Approach to Produce a Dynamic Learning Environment.
Proceedings of ICERI2012 Conference, Madrid, Spain, 2150-2156.

APPENDIX
Survey: Students’ Attitudes towards Online Video Lectures
Q1. Please rate your satisfaction level with the following aspects of MKTG 315 on a scale of 1 to
5 (1 being Very Dissatisfied and 5 being Very Satisfied):
Very Neutral Very
Dissatisfied Satisfied
Class lecture content and clarity of explanation 1 2 3 4 5
Class lecture pace and amount of information 1 2 3 4 5
Lecture power point slides posted on Blackboard 1 2 3 4 5
Course articles and examples discussed in class 1 2 3 4 5
Other in-class activities 1 2 3 4 5
Online video lectures 1 2 3 4 5
Overall Course Satisfaction 1 2 3 4 5
Class lecture content and clarity of explanation 1 2 3 4 5
Q2. How would you feel about the use of more video online lectures to be watched outside of the
classroom in order to have more room for in-class activities or guest speakers during class?

Turkish Abstract
Geleneksel Yüz-Yüze Dersleri Zenginleştirmede Online Video Dersleri Kullanma
Üniversite öğretim üyeleri dijital jenerasyonun değişen ihtiyaçlarını karşılamak için online

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164 Using Online Video Lectures to Enrich Traditional …

içeriklerle teknolojiyi entegre etmeye ihtiyaç duymaktadır. Online eğitimin birçok avantajının
yanı sıra zaman, maddi gider, teknik yeterlik gibi konuların yanında online eğitimin geçerliği olan
zayıf inanç gibi konular yüzünden öğretim üyelerinin büyük bir çoğunluğu geleneksel yüz yüze
eğitimden geçiş için isteksiz davranmaktadırlar. Bu makale geleneksel dersleri online video
derslerle nasıl karma bir formata dönüştürüleceğini göstermektedir. Çalışma İşletme-Pazarlama
Fakültesinde bir derste uygulanmıştır. Çalışmada sınırlı teknik eğitim ve destekle online video
kaydetme ve paylaşmanın zaman ve maddi imkan tasarruflu bir yolunu göstermektedir. Pazarlama
dersinden iki öğrenci örneklem grubuyla yapılan çalışmada bulgular online video derslerin
kullanımının öğrenci merkezli etkinlikler yapmak için derslerde herhangi bir eksiklik yapmadan
boş vakit oluşturmada etkili olduğunu göstermiştir.
Anahtar Kelimeler: online öğretim, karma ders formatı, online videoların öğretim için
geliştirilmesi, öğrenci tutumu, online video dersleri
French Abstract
L’Utilisation de Cours Vidéo En ligne pour Enrichir Cours Face à face Traditionnels
Des éducateurs universitaires doivent respecter les besoins changeants de la génération
numérique en intégrant la technologie par la livraison contente en ligne. Malgré les nombreux
avantages d'enseignement en ligne, un grand nombre de professeurs d'université est réticent pour
faire la transition de cours traditionnels-face-à-face à la livraison en ligne, principalement en
raison du temps, le coût et des exigences de compétence techniques faire cette transition, en plus
du manque de croyances en légitimité d'enseignement (éducation) en ligne. Cet article démontre
l'utilisation de cours vidéo en ligne pour adapter des cours universitaires traditionnels à un format
mélangé. L'étude est mise en œuvre pour une École d'Affaire le cours Marketing. Nous illustrons
une façon rentable et permettant de gagner du temps pour des membres de faculté pour enregistrer
et partager des cours vidéo en ligne avec la formation limitée et l'assistance technique. En
utilisant un échantillon d'étudiant de deux sections du même cours marketing, les découvertes
d'étude supportent l'utilisation de cours vidéo en ligne comme une façon effective de libérer le
temps de classe pour des activités centrées sur l'apprenant, sans sacrifier des résultats de
performance d'étudiant ou la satisfaction de cours.
Mots Clés: instruction en ligne, format de cours mélangé, développement de vidéos en ligne pour
instruction, attitudes d'étudiant, cours vidéo en ligne
Arabic Abstract
‫استخدام محاضرات فيديوعبر االنترنت لنمي الدورات ثروة التقليدية وجها لوجه‬
. ‫تحتاج أساتذة الجامعات لتلبية االحتياجات المتغيرة للجيل الرقمي من خالل دمج التكنولوجيا عن طريق االنترنت تقديم المحتوى‬
‫ وعدد كبير من أساتذة الجامعات ال يرغبون في جعل االنتقال من‬،‫على الرغم من العديد من المزايا من التعليم عبر اإلنترنت‬
‫ ومتطلبات الكفاءة التقنية لجعل هذا‬،‫ ويرجع ذلك أساسا إلى الوقت والتكلفة‬،‫التقليدي وجها لوجه محاضرات لتسليم عبر اإلنترنت‬
‫توضح هذه المقالة استخدام محاضرات الفيديو‬. ‫ باإلضافة إلى عدم وجود المعتقدات في شرعية التعليم على االنترنت‬،‫االنتقال‬
‫ويتم تنفيذ هذه الدراسة لكلية إدارة األعمال‬. ‫على االنترنت على التكيف مع الدراسات الجامعية التقليدية إلى تنسيق المخلوطة‬
‫نحن لتوضيح وسيلة فعالة من حيث ا لتكلفة والوقت الفعال ألعضاء هيئة التدريس لتسجيل وتبادل المحاضرات‬. ‫والتسويق بالطبع‬
‫ فإن نتائج‬،‫باستخدام عينة الطالب من قسمين للدورة التسويق نفسه‬. ‫الفيديو على االنترنت مع التدريب المحدود والدعم الفني‬
‫الدراسة تدعم استخدام محاضرات الفيديو على االنترنت باعتبارها وسيلة فعالة لتحرير الطبقة الوقت لألنشطة التي تركز على‬
.‫ دون التضحية نتائج أداء الطالب أو رضا بالطبع‬،‫المتعلم‬
،‫ ووضع أشرطة الفيديو على االنترنت للتعليم والمواقف طالب‬،‫ شكل بالطبع المخلوطة‬،‫ تعليم على االنترنت‬:‫الكلمات الرئيسية‬
‫والمحاضرات الفيديو عبر االنترنت‬

International Journal of Instruction, July 2015 ● Vol.8, No.2